Lecture Capture in Hong Kong Higher Education: A Mixed Methods Exploration of Student Experiences through the Lens of Self-Determination Theory

Lecture capture has increasingly become a prevalent resource in higher education, offering readily accessible learning materials to university students. Despite its growing popularity, there remains a paucity of theory-driven research exploring the efficacy of lecture capture in enhancing student learning, particularly within the Asian context. This study engaged 51 university students from Hong Kong in a mixed-methods research design, incorporating both semi-structured interviews and follow-up surveys to gather comprehensive data on their experiences with lecture capture. Drawing on the Basic Psychological Needs Theory and the broader framework of Self-Determination Theory, our qualitative findings indicated that lecture capture supported students' perceptions of competence and autonomy but might attenuate their sense of relatedness. Quantitatively, we found that students with a mastery approach goal orientation demonstrated more favorable attitudes towards lecture capture and engaged with it more extensively. Furthermore, a positive attitude towards lecture capture correlates with higher academic self-efficacy, though this association was significant only among male students. This research underscores the necessity for further investigation into individual difference factors to determine which students benefit most from lecture capture. Theoretical and pedagogical implications of these findings were extensively discussed, aiming to enhance the educational utility of lecture capture systems.